Self-Regulation for Students With Emotional and Behavioral Disorders: Preliminary Effects of the I Control Curriculum

2016 ◽  
Vol 25 (3) ◽  
pp. 143-156 ◽  
Author(s):  
Stephen W. Smith ◽  
Ann P. Daunic ◽  
James Algina ◽  
Donna L. Pitts ◽  
Kristen L. Merrill ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Externalizing Behavior ◽  
Behavior Management ◽  
Self Regulation ◽  
Social Problem Solving ◽  
Internalizing Behavior ◽  
Social Self ◽  
School Students ◽  
Appropriate Behavior ◽  
Alternative Settings

Maladaptive adolescent behavior patterns often create escalating conflict with adults and peers, leading to poor long-term social trajectories. To address this, school-based behavior management often consists of contingent reinforcement for appropriate behavior, behavior reduction procedures, and placement in self-contained or alternative settings. Yet, these commonplace practices may not foster the self-regulation processes necessary to override the habitual and negative response sequences that prohibit independent and sustained positive social functioning. As such, we developed I Control, a curriculum to teach middle school students with significant behavior problems how to engage in appropriate social self-regulation. Pre–post pilot data analyses using Mplus from 152 students in 14 schools/17 classrooms indicated that students taught I Control evidenced more positive scores than controls on teacher-reported contextualized executive function, externalizing behavior problems, and general problem behavior, and student-reported emotional control, social problem solving, and externalizing and internalizing behavior problems. Also, students who were taught the curriculum had greater curricular knowledge than control students. These positive findings indicate that I Control warrants more extensive investigation.

Observing the Interethnic Friendships in Elementary and Secondary Religion-Based School

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Student Perceptions ◽  
Externalizing Behavior ◽  
Internalizing Behavior ◽  
Acting Out ◽  
Classroom Context ◽  
Older Children ◽  
School Students ◽  
School Year ◽  
Interethnic Friendships ◽  
Level I

Friendships provide opportunities to build empathy and practice social skills. Being friends with ethnically diverse peers can create opportunities for academic and social learning different from the opportunities afforded by same-ethnic friendships. Through my observation, I had been finding that elementary and secondary school students are less likely to have friends of a different ethnic — even from the beginning to the end of a single school year, as they progress in school. My observation show that most childhood friendships are formed in classrooms, but children tend to form friendships with others of their own ethnicity, with interethnic friendships decreasing across ages and grades. The observation looked at student and classroom factors that affect the likelihood of children forming friendships across ethnic. On an individual or student level, I looked at age, ethnic, and psychosocial factors, including sociability, internalizing behavior (such as worrying or feeling sad) and externalizing behavior (such as acting out or getting in trouble). I also examined factors related to classroom context, including teacher support, whether teachers treat students with varying levels of academic achievement differently, and competition among students. Results suggest that same-ethnic friendships increase over the school year, with greater increases among white and older children. Externalizing behavior predicted a greater increase in same-ethnic friendships, particularly among ‘domestic’ (Javanese: ‘cah kene dewe’) students. Teachers and classroom context influenced student friendships in two different ways. It suggests that teachers may make a difference in how students select and maintain friends. Classroom support -- measured by student perceptions of teachers' warmth, respect, and trust -- predicted less of an increase in same-ethnic friendships from fall to spring. In last, my observation points to the need not just for diverse schools, but also for teachers to foster classrooms where students and teachers support one another, and social and academic hierarchies are not dominant, which could increase the likelihood of students developing and maintaining interethnic friendships.

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

The role of HPA-axis function during pregnancy in the intergenerational transmission of maternal adverse childhood experiences to child behavior problems

2020 ◽  
pp. 1-17
Author(s):  
Jenna C. Thomas-Argyriou ◽  
Nicole Letourneau ◽  
Deborah Dewey ◽  
Tavis S. Campbell ◽  
Gerald F. Giesbrecht ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Child Behavior ◽  
Externalizing Behavior ◽  
Adverse Childhood Experiences ◽  
Child Behavior Problems ◽  
Internalizing Behavior ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Internalizing And Externalizing

Abstract The current study aimed to understand the mediating and/or moderating role of prenatal hypothalamic–pituitary–adrenal (HPA) axis function in the association between maternal adverse childhood experiences (ACEs) and child internalizing and externalizing behavior problems at age 4. The influence of timing and child sex were also explored. Participants were 248 mother–child dyads enrolled in a prospective longitudinal cohort study (the Alberta Pregnancy Outcomes and Nutrition Study). Maternal ACEs were retrospectively assessed while maternal self-reported depression and diurnal salivary cortisol were assessed prospectively at 6–26 weeks gestation (T1) and 27–37 weeks gestation (T2). Maternal report of child internalizing and externalizing problems was assessed at 4 years (T3). Results revealed that there was a negative indirect association between maternal ACEs and child internalizing behavior via a higher maternal cortisol awakening response (CAR). Maternal diurnal cortisol slope moderated the association between maternal ACEs and child behavior problems. Some of these effects were dependent on child sex, such that higher ACEs and a flatter diurnal slope at T1 was associated with more internalizing behavior in female children and more externalizing behavior in male children. There were timing effects such that the mediating and moderating effects were strongest at T1.

scholarly journals Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence

2013 ◽  
Vol 25 (3) ◽  
pp. 857-878 ◽  
Author(s):  
Marc H. Bornstein ◽  
Chun-Shin Hahn ◽  
Joan T. D. Suwalsky
Keyword(s):  
Behavior Problems ◽  
Externalizing Behavior ◽  
Behavioral Adjustment ◽  
Internalizing Behavior ◽  
Data Series ◽  
Family Socioeconomic Status ◽  
Intelligence Education ◽  
Analysis Models ◽  
Prospective Longitudinal ◽  
Internalizing And Externalizing

AbstractTwo independent prospective longitudinal studies that cumulatively spanned the age interval from 4 years to 14 years used multiwave designs to investigate developmental associations between language and behavioral adjustment (internalizing and externalizing behavior problems). Altogether 224 children, their mothers, and teachers provided data. Series of nested path analysis models were used to determine the most parsimonious and plausible paths among the three constructs over and above stability in each across age and their covariation at each age. In both studies, children with poorer language skills in early childhood had more internalizing behavior problems in later childhood and in early adolescence. These developmental paths between language and behavioral adjustment held after taking into consideration children's nonverbal intellectual functioning, maternal verbal intelligence, education, parenting knowledge, and social desirability bias, as well as family socioeconomic status, and they applied equally to girls and boys.

Nonshared experiences within the family: Correlates of behavioral problems in middle childhood

1990 ◽  
Vol 2 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Judy Dunn ◽  
Clare Stocker ◽  
Robert Plomin
Keyword(s):  
Behavior Problems ◽  
Maternal Behavior ◽  
Behavioral Problems ◽  
Externalizing Behavior ◽  
Environmental Influences ◽  
Genetic Research ◽  
Externalizing Behavior Problems ◽  
Internalizing Behavior ◽  
Internalizing And Externalizing ◽  
Older Siblings

AbstractOne of the most dramatic findings from quantitative genetic research is that environmental influences shared by siblings in a family do not make the siblings similar in terms of psychopathology. Sibling resemblance for psychopathology appears to be genetic rather than environmental in origin; environmental influences that affect the development of psychopathology must be nonshared and make children in the same family different rather than similar. This study sets out to identify environmental factors that differ for young siblings and to assess associations between such nonshared factors and differences in the older siblings' outcome in two domains: internalizing and externalizing behavior problems. Maternal interview and observations of differential maternal and sibling behavior were compared within 67 sibling dyads (younger and older siblings aged 4 and 7 years, respectively, on average), and differential experiences were related to the adjustment of the older sibling, as assessed by mother and teacher. Differential maternal behavior appeared to be particularly important as a predictor of adjustment problems. Older siblings showed internalizing problems in families in which mothers were less affectionate to the older than to the younger sibling. Greater maternal control toward the older than the younger sibling predicted both internalizing and externalizing problems. Differential maternal behavior explained 34% of the variance of internalizing behavior and 27% of the variance of externalizing behavior problems, independent of variance explained by family structure variables. Although the sample was unselected for psychopathology and was too small to permit analyses of the diagnosable extremes of internalizing and externalizing dimensions, these results are encouraging in relation to the goal of identifying systematic sources of nonshared environment that affect the development of psychopathology.

scholarly journals A Multi-Theoretical and Multi-Method Family Study Approach to Preschool Inhibitory Control: Links to Working Memory, Receptive Vocabulary, Behavioral Maladjustment, and Parent Mental Health in the Context of Temperament and Executive Functioning Perspectives

2021 ◽  
Vol 12 ◽  
Author(s):  
Jeffrey R. Gagne ◽  
Kaelyn Barker ◽  
Chi-Ning Chang ◽  
Ogechi K. Nwadinobi ◽  
Oi-Man Kwok
Keyword(s):  
Behavior Problems ◽  
Maternal Depression ◽  
Externalizing Behavior ◽  
Self Regulation ◽  
Externalizing Behavior Problems ◽  
Receptive Vocabulary ◽  
Depression And Anxiety ◽  
Theoretical Perspectives ◽  
Multi Method Approach ◽  
Behavioral Maladjustment

Inhibitory control (IC) is defined as the executive functioning (EF) and self-regulatory temperamental inhibition of impulsive or pre-potent behavior and has been consistently linked to multiple forms of childhood cognitive and socio-emotional maladjustment including academic and learning challenges, externalizing behaviors, and attention deficit hyperactivity disorder. However, the results of relevant investigations are somewhat dependent on the method of IC assessment and the theoretical approach of the researcher. The two primary theoretical perspectives on IC are the temperament and the EF approaches, and although there is considerable overlap between these perspectives, there are some distinctions with regard to assessment and emphases on cognition vs. emotion. Therefore, investigations including both temperament and EF approaches to IC are of considerable interest and will best inform future education, prevention, and intervention efforts. This investigation examined associations between child IC, working memory (WM), receptive vocabulary, externalizing behavioral problems, and primary caregiver depression and anxiety symptoms using a family study design. The sample was composed of 99 families with two typically developing preschool children (n = 198; 2.5–5.5 years old; M = 3.88, SD = 1.04) and one primary caregiver/parent. Child IC was assessed using a multi-method approach consisting of one parent-rated questionnaire, three independent observer rating subscales, two videotaped in-person laboratory temperament episodes, and an EF Stroop task. Child WM and receptive vocabulary were measured in the laboratory using standard assessment techniques, and the remaining measures were parent-reported. Male child participants had significantly higher levels of observer-rated hyperactivity and impulsivity, and females had higher levels of observer-rated attention and Stroop-assessed IC. Correlational results showed that excepting IC-Stroop and a snack delay task, all IC measures were significantly correlated. All IC measures except snack delay were positively correlated with WM, and with receptive vocabulary (except Lab-TAB snack delay and observer-rated hyperactivity), and WM and receptive vocabulary were also positively correlated. All IC variables, WM, and receptive vocabulary were significantly related to externalizing behavior problems. Generally, children with higher IC, WM, and receptive vocabulary had lower levels of behavioral maladjustment. Lower parent-rated IC and higher levels of externalizing behavior problems were positively associated with maternal depression and anxiety (lower receptive vocabulary level was related to depression only). Employing structural equation modeling (SEM) analyses, we further examined the interrelationships among IC temperament variables, IC-Stroop, WM, and receptive vocabulary, controlling for age, gender, externalizing behaviors, maternal depression and anxiety, and the parent-rater variance (the multi-method effect). The results of our hypothesized model showed that the IC Temperament factor, composed of the six temperament IC measures, showed a positive effect on receptive vocabulary, while the IC-Stroop positively predicted WM. The IC Temperament factor and IC-Stroop were positively correlated with each other, and the IC Temperament factor, IC-Stroop, WM, and receptive vocabulary were positively related to age. The IC Temperament factor was also associated with fewer externalizing behavior problems, maternal depression had a negative effect on receptive vocabulary, and females showed lower levels of WM and receptive vocabulary than males. Overall, the IC Temperament factor and other covariates together accounted for 22.5% of the variance in vocabulary, whereas IC-Stroop and other controlled variables could explain 49.8% of the variance in WM. These findings indicate that theoretical perspectives (in this case temperament and EF IC contexts) and the different types of assessments used are crucial considerations when interpreting the results of studies of early childhood IC. Although most assessments of IC were associated with the outcomes under study, we found specific associations between temperament measures of IC and receptive vocabulary as well as externalizing, and IC-Stroop and WM. In addition, maternal depression had an effect on receptive vocabulary, emphasizing the developmental importance of family environment in preschool. These findings are relevant to the field of child development because they address several important questions about child EF and self-regulation. 1. Do temperament and EF conceptions of IC differentially predict outcomes? 2. How does the way we measure IC from the EF and self-regulation/temperament perspectives impact our conceptualizations of these important constructs? 3. How can we reconcile the various ways different disciplines define IC and their independence/overlap? 4. How can multi-method and multi-disciplinary perspectives and data collection approaches be combined to better understand both the temperament and EF conceptions of IC? Future studies with this sample will employ this multi-theoretical and multi-method approach on assessment in preschool to predict temperament, EF, and behavioral and academic adjustment in elementary school longitudinally.

scholarly journals Στάση εκπαιδευτικού, ψυχολογικό κλίμα τάξης και εξωτερικευμένα προβλήματα συμπεριφοράς μαθητών

2020 ◽  
Vol 22 (1) ◽  
pp. 44
Author(s):  
Μαρία Σμυρνάκη ◽  
Ηλίας Κουρκούτας
Keyword(s):  
Behavior Problems ◽  
Externalizing Behavior ◽  
Classroom Climate ◽  
Primary Schools ◽  
Externalizing Behavior Problems ◽  
Psychological Climate ◽  
Primary School Students ◽  
School Students ◽  
Perceived Acceptance ◽  
The Relationship

This study is placed in the framework of mental resilience models in Educational/ School Psychology, which emphasize the importance of relationships in basic contexts of life of students with problems. It is part of a wider research project and studies the relationship between perceived acceptance or rejection of teacher attitude, the psychologicalclimate of the classroom and externalizing behavior problems in primary school students. It is a comparative study among 55 students with externalizing behavior problems and 55 students without externalizing behavior problems, from the last grades of totally three primary schools in a suburban area of Crete. According to the main findings of the study, students’ externalizing behavior problems affect students to experienceteacher attitude greatly undifferentiated rejective (mild form of rejection). About the psychological climate of classroom, the results are conflicting, as students with externalizing behavior problems report theyare satisfied with both the peaceful/collaborative classroom climate (cohesiveness) and the conflictual climate (friction). Study’s results are utilized through intervention proposals for the prevention and treatment of schoolage students’ externalizing behavior problems.

Sign in / Sign up

Export Citation Format

Share Document